COMMUNITY, RELATIONSHIPS & COOPERATION
Within the larger context of the school exists the smaller community of the classroom. Teachers embrace opportunities for cooperation among the children in their groups. Children learn that the classroom belongs to the whole group and begin to take responsibility for its materials and toys. As children's relationships grow with one another, teachers assist them in recognizing the impact that their words and actions, both positive and negative, have on one another. Together as a class, teachers and children engage in social problem solving, which allows each child to feel valued as an individual and as a member of the larger group.These ideals of community, relationships, and cooperation lay the foundation for our curriculum.
WHY CHOOSE A PLAY-BASED CURRICULUM?
We hold a firm belief, rooted in research and experience, that a play-based, hands-on approach is how young children grow and reach their developmental goals. Together with highly qualified, warm and nurturing teachers, a play-based approach fosters a love of learning and a child's identity as a capable student. Within our play-based approach, children experience activities and materials that help them practice skills that lead to growth across the developmental domains.
THE TEACHER'S ROLE
All teachers at LPCNS are early childhood professionals with degrees and/or additional credentials in the field. Our teachers provide, in and out of the classroom:
- A deep respect for the child as an individual learner and part of the (classroom) community.
- A sound understanding of early childhood development.
- A wealth of knowledge around developmentally appropriate practice, curriculum planning and the ability to play, observe, assess and glean from the children what their interests and skills are, how to promote the development of them through an emergent, play-based curriculum and how to assess, with support, what challenges may be present. Further, the teachers and staff work together making accommodations, as needed, to support both the individual and the group.
THE PARENT'S ROLE
As an assisting parent, your primary role is to be present with your child in school. The opportunity to attend class and gain insight into your child’s school personality, strengths, peer connections, challenges and an overall sense of their experience is unique and should be the main focus of your participation.
During the beginning of the school year, we connect with families to schedule home visits with their child’s conferencing teacher and provide orientation meetings (*specific to both your classroom and the whole-school community). These in-person informational sessions help families develop a better understanding of what is asked of them as parents in the classroom. To be clear, parents are not asked to take on responsibilities of teachers, rather, they are asked to be with their child and help support the classroom through the transitions of the day (in example, helping to set up for snack time and cleaning-up at the end of the day).
Our overall goal for assisting parents is that you feel as if you have learned more about your child, gained tools as parents and have had opportunities to work with teachers and staff to support your shared goals for the year.
During the beginning of the school year, we connect with families to schedule home visits with their child’s conferencing teacher and provide orientation meetings (*specific to both your classroom and the whole-school community). These in-person informational sessions help families develop a better understanding of what is asked of them as parents in the classroom. To be clear, parents are not asked to take on responsibilities of teachers, rather, they are asked to be with their child and help support the classroom through the transitions of the day (in example, helping to set up for snack time and cleaning-up at the end of the day).
Our overall goal for assisting parents is that you feel as if you have learned more about your child, gained tools as parents and have had opportunities to work with teachers and staff to support your shared goals for the year.
THE CHILD'S ROLE
The child's role at LPCNS is to come to school as they are. We believe in meeting children and working with them within their capacities. For all children, we strive to support them as they meet:
- Social emotional goals such as: building a positive self image, learning how to define and regulate emotions, becoming more autonomous in their thinking and actions, demonstrating persistence, learning how to negotiate with peers and participate in social problem solving, and master the beginning stages of true friendship.
- Cognitive goals such as: planning, organizing, strategizing, paying attention to and remembering details, and managing time and space, coupled with numerous experiences with language, science and math activities that nurture school readiness skills.
- Creative goals that support: a child's idea of self as an explorer, an artist, a writer, and a person who is capable of creating something that expresses the way they feel on the inside.
- Physical goals that strengthen: each child's small and large muscles to support their ability to run, jump, build, climb, draw, write, and interact with one another in our different play spaces.
GENTLE SEPARATION POLICY
Coming to school for the first time is an important milestone for children and for parents. This transition can bring a range of emotions for families: excitement, anxiety, happiness, and sometimes stress. At Lincoln Park Co-op, we take the process of transitioning trust from home and family to school and teachers very seriously. During the opening weeks of school, we have two goals. Children learn that teachers care about them and their ideas and school is a safe and fun place to be. Parents begin relationships with teachers and trust that their child's needs will be met.
The first step in a family's relationship with their teacher starts with a home visit. Home is where a child feels most safe and secure, and it sends a powerful message to the child when the parent opens the front door and welcomes the teacher inside. A child feels that they are important to the teacher already when she comes to her home. Teachers bring toys and books from school and spend time playing with the child. The teacher and parent spend time talking with each other and sharing information to begin their partnership together.
The first days of school are shorter sessions, with only part of the group and a parent for each child. When the child arrives for the first day of school, they recognize the teacher and may remember a special time with her already. They have the chance to spend more time with her and a few other children as they explore their classroom. Teachers and parents make a plan together for support in the classroom while the child adjusts to school. Parents spend time both inside and outside the classroom, to help the child feel safe and secure in their new school. Our home visits, slow entry process, half days with smaller groups, and having parents stay for support, are just some of the ways we support successful transitions for children.
The first step in a family's relationship with their teacher starts with a home visit. Home is where a child feels most safe and secure, and it sends a powerful message to the child when the parent opens the front door and welcomes the teacher inside. A child feels that they are important to the teacher already when she comes to her home. Teachers bring toys and books from school and spend time playing with the child. The teacher and parent spend time talking with each other and sharing information to begin their partnership together.
The first days of school are shorter sessions, with only part of the group and a parent for each child. When the child arrives for the first day of school, they recognize the teacher and may remember a special time with her already. They have the chance to spend more time with her and a few other children as they explore their classroom. Teachers and parents make a plan together for support in the classroom while the child adjusts to school. Parents spend time both inside and outside the classroom, to help the child feel safe and secure in their new school. Our home visits, slow entry process, half days with smaller groups, and having parents stay for support, are just some of the ways we support successful transitions for children.
